Last chance for students to vote for grants: MOOC Fellowships soon to be announced.

Since voting began on May 1, over 43,000 people registered to vote, with over 55,000 votes cast by May 15. Voters are allotted ten votes for their favorite courses, satisfying interests ranging from politics to computer science, from medicine to engineering. Online voting for fellowship winners continues through May 23, 12:00 pm CET.

Results will be considered by an independent jury, which will choose ten fellows in June after evaluating all course concept proposals at a meeting in Berlin. The jury is comprised of representatives of Stifterverband and iversity, as well as various experts. Members are drawn from academia, the policy realm, and business. The jury includes Prof. Sandra Hofhues, professor of education in Heidelberg, Prof. Jörn Loviscach, a lecturer with a profound practical experience in teaching online, and Prof. Jürgen Kluge, former head of McKinsey Germany.

Fellows, the press, and voters will then be notified; results will be released to the public by June 10. On June 20 and 21, fellows will gather in Berlin for a kick-off workshop, during which iversity will walk them through all facets of MOOC production.Hannes Kloepper, CMO of iversity 

                                

"In Berlin we will explore the impact
of MOOCs on higher education"

                                                                                     Hannes Klöpper
CMO of iversity

 

As Markus Riecke, our CEO at iversity, says, “Together, we will refine course production concepts didactically and logistically. The workshop also serves as a bonding experience for fellows. We will present the iversity platform and its capabilities, engaging fellows in dialogue. We aim to not only coach fellows, but also learn about their diverse experiences, expectations, and ambitions, which will shape their MOOCs and, more broadly, higher education.”

After the workshop, fellows will begin producing their courses, while our experts at iversity document their creation. Hannes Klöpper, responsible for iversity’s communication, suggests to, “Keep an eye out for exciting MOOC Production Fellowship news. And attend our public event on June 20 in Berlin, at the Stifterverband headquarters inside the the Allianz Stiftungsforum at the Pariser Platz. At this event we will explore the impact of MOOCs on higher education more generally.”                                                                   

Please note: once the winning MOOCs are determined by the jury, we will keep you updated on ongoing developments and enable you to pre-enroll for your favorite courses. News about the fellowship, grants, and upcoming MOOCs will be posted in blog updates. Connect with us via Facebook, and look out for our Twitter this summer.

Why Do Students Take MOOCs?

 Access to classroom learning is far from universal, and even those enrolled in formal educational institutions may be hungering for greater, more convenient learning opportunities. In fact, the most heavily cited reason that students take MOOCs, according to a February 2013 Coursera report on their Bioelectricity MOOC from Duke University, is to satisfy intellectual hunger. The desire to extend existing knowledge on certain topics is cited as the second most likely cause for engagement, and professional development as the third.

This academic curiosity is universal. According to the Knight Center for Journalism in the Americas at the University of Texas at Austin, its MOOC with only 2,000 students encompassed 109 different countries. Students represent countries with vastly different political and socioeconomic conditions, interacting with individuals internationally through MOOC discussion forums as previous generations had not. The 687 participants from the United States had the opportunity to correspond with students from Egypt, Afghanistan, Lebanon, Israel, Iraq, and the Islamic Republic of Iran. Educational discourse may eventually bridge conflict and unite citizens between states with historically tense relationships.

These are not only university students, but also adults and working professionals representing a variety of fields, contributing unique perspectives. Many courses consist of students who hold less than a four-year degree along with students who have Bachelors degrees, and students with even more advanced degrees.

MOOCs uniquely offer students a way to explore their interests and expand their knowledge at a university level, without having to apply to or meet the requirements for attending a standard university. In this way, MOOCs provide high-quality educational experiences, without hefty price tags, rigid time commitments, or exclusive acceptance rates. They also allow students to select the learning experience most productive and best suited to their abilities and preferences, which may surprise those who think MOOCs are impersonal. Students choose MOOCs based on their levels of difficulty, and can study class material at their own paces, based on their schedules and learning needs.

This new educational frontier requires flexibility in leadership and participation. Many MOOCs are still in trial-and-error stages, necessary for their eventual success. Like in any higher-learning construct, teachers, and students must interact dynamically to fully reap the unique benefits that MOOCs offer. Professors and students are testing the waters with MOOCs, partaking in the educational experiment of the twenty-first century. In so doing, participants promote innovation in teaching and learning, enhancing global knowledge and satisfying scholarly interests.

MOOC Fellowship program 2013: iversity and Stifterverband initiate the most popular contest for Massive Open Online Courses in Europe

Applications for the first MOOC Production Fellowship closed on April 30. The results are in: with over 250 qualified applicants, this was the most popular competition for MOOCs (Massive Open Online Courses) in Europe to date. Professors from over 20 countries applied, with 190 from Germany and 14 from both the United States and Italy. They’re competing for 250.000€ grants (about $320,000) from Stifterverband, a public trust for science in Germany, and us at iversity, to produce one of ten online courses. Furthermore, we as a European MOOCs provider, grant them technological and didactical support throughout course production.

The grants are comparatively high, given previous private initiatives in Germany. But, as our CEO Markus Riecke says, “This competition is not about money. Instead, our fellowship programme is all about advancing online education. And the inquiries show a demand for MOOCs among university instructors in Europe and across the world that is way beyond expectations. Together with Stifterverband, iversity is committed to produce exciting and inspiring courses that are open to everyone.”

This project isn't exclusive to Europe and the US. Professors from countries as varied as China, New Zealand and Columbia are competing for fellowships; many come from esteemed research universities such as the University of California at Berkeley, Columbia, Cambridge, LMU and TU Munich, Heidelberg, Tübingen, Freie and Humboldt Universität Berlin and RWTH Aachen.

"iversity is committed to prMarkus Riecke, CEO of iversityoduce exciting and
inspiring courses that are open to everyone.”

Markus Riecke, CEO of iversity

Submissions from American Ivy League universities, Britain’s most renowned colleges, and German “Eliteuniversitäten” were expected, as these universities often pioneer MOOC development. Surprisingly, some of the most intellectually stimulating courses, however, were submitted by professors and lecturers from less well-known institutions.

Hannes Klöpper, one of the fellowship programme’s initiators at iversity, explains, “MOOCs provide an excellent opportunity for outstanding scholars and enthusiastic teachers, who, for whatever reason, do not teach at one of the elite universities to reach a global audience.
MOOCs not only allow for students to participate in courses, no matter where they live, but also for instructors to teach independently of where they happen to be located.“ The proposed online courses are even more diverse than the academic backgrounds of potential fellows from which they stem. About a third of the applications focus on law, economics, business studies and social sciences, a third are interdisciplinary courses, and about one sixth teach STEM subjects. 115 of the applications are in German, and 109 are in English.

Ten of these courses will be chosen by online public votes and a jury of MOOC experts.

iversity is looking for a UX/UI Designer

iversity is already being used as the LMS of choice by tens of thousands of professors and students to organize classes at dozens of universities around the world. We will now move beyond the existing teaching formats and invent wholly new formats of online teaching and learning. To this end we decided to work with educators and institutions from across Europe to develop a unique set of Massive Open Online Courses (MOOCs).

To achieve this we need enthusiastic and inspiring designers! We are looking for someone who is not only able to create beautiful sites, but also apps that people really love to use.

Responsibilities

  • You work in a small, interdisciplinary and agile team on concepts, design and implementation of web applications to solve people’s existing problems and create a true value.
  • Prototyping: You are able to analyse new ideas and developed concepts with appropriate tools and question their usability (where required together with potential users and stakeholders).
  • UI Design: You create by yourself or together with an UI-designer style sheets, layouts, widgets & co. for hi-fidelity-mockups and the implementing by the team’s developers
  • You actively support the UX-design process and you involve yourself in the decision making process.
  • You assist project management by estimating workload as well as the resulting project planning.

 

Requirements

  • Good visual flair and basic knowledge of visual communication and its usage in terms of user experience
  • Work samples in user experience design which explain why the design was chosen and your role in the creation of the design
  • Good analytical skills even when it comes to highly complex problems to go along with creative visual thinking.
  • Presentation skills
  • Team skills (communication, constructive thinking, structured data management, …), your are self organized and work independently
  • Solid knowledge of up-to-date internet technology and currents technological trends in the internet (desktop and mobile)
  • Understanding of the design frameworks of dynamic and database-driven content
  • You can work with the vital tools (pen and paper, Adobe CS 5 ff., Keynote/Powerpoint, OmniGraffle/Visio, Axure or similar) blindfolded

 

Nice to have (but not a requirement)

  • Basic knowledge of the current state in frontend technology (HTML/CSS/JS) and interest for trends in this field.´

 

We offer

  • an exciting project with lasting impact
  • a motivated team from divers backgrounds
  • flexible working hours
  • freelance contract (permanent employment in the medium term possible)

 

We are looking forward to your application (german/english) with CV, your availability (in Berlin) in the the next months/years and working samples / references. Please tell us why you want to work with us and in what way your skills match what we need to build a great app. Send your questions and application materials to jobs [at] iversity.org.

How we got here: Our journey towards becoming a MOOC-platform

Open Road

iversity has come long way since Jonas Liepmann took the first steps in 2008 and Hannes Klöpper and some friends won a student idea competition for an online learning platform. Soon after launching the blended learning course platform (“The collaboration network for academia”) in autumn of 2011 we first announced that we would create “Open Courses” on iversity. Back then we contended that:

“Up to this day .. [open educational] resources have only been posted on static websites, void of possibilities for interaction between instructors and 'students', or just between independent learners themselves. What so far has been missing was exactly what for many learners is the key part in the learning process: the exchange with others. This is what iversity's free 'Open Courses' seek to provide. By integrating open educational resources and public domain content into a social learning environment, iversity enables self-learners to engage with the content and exchange with their peers.”

As the first experimental open courses grew more and more popular, we realised that this was indeed the right direction to pursue. In January of 2012 Hannes wrote a piece in the Huffington Post on the emergent MOOC-phenomenon. Since then we have been working on bringing this idea to Europe. We wrote about it in our blog, talked to professors, investors, large companies and institutions of higher education, working tirelessly to popularise the idea on this side of the pond.

Deeply convinced of the transformative potential of the MOOC-phenomenon Marcus Riecke decided to join our team in December 2012. A long-time veteran of the European Internet industry Marcus did not only joined our team as full-time CEO. He also invested some of his own money in the company. Impressed by this level of commitment our existing investors Frühphasenfonds Brandenburg, BMP media investors and Masoud Kamali as well as T-Venture decided to join the round. At this point we would like to express our deep gratitude to them as well as the countless others who have supported us throughout.

Today is not only the culmination of our team’s work of the first two months of this year. It is also feels like we arrived at the destination of an expedition that started over a year ago. Surely our journey is far from over. Today just marks the beginning of an even more exciting trip that now lies ahead of us. Managing the MOOC Production Fellowship selection process and the subsequent course production will present us with many new challenges. But we extremely excited to have this opportunity to publicly and practically rethink what higher education should look like in the digital age.

We are taking the road less travelled and we are excited to see where it takes us.

Frontend Developer

You are able to transfer specifications, wireframes and mockups into well-structured semantic markups?

Great. We are looking for a frontend developer with:


• (Ideally) 3+ years experience of UX design, prototyping and user experience testing

• Exceptional proficiency using HTML/CSS3/Javascript/AJAX in a production environment

• Demonstrated design and UX sensibilities

• Strong command of layout, typography, and information architecture

 

About iversity

We are a young and dynamic team that is working on a project with a purpose. We want to build a new infrastructure for teaching and learning at the dawn of the digital age.

Our team members have held positions with online and offline media, in marketing and communications departments, software development and academia in Germany as well as the US.

iversity staff were educated at top notch professional schools and research universities including Freie, Technische and Humboldt Universität in Berlin, the Hertie School of Governance, the University of London, Columbia University and Berkeley.

 

What

iversity is already being used as the LMS of choice by hundreds of professors to organize classes at dozens of universities. Having received a lot of favourable feedback from our users, we are now setting out to conquer a new frontier. We want to move beyond the existing teaching formats and invent wholly new formats of teaching and learning. To this end we decided to work with educators and institutions from across Europe to develop a unique set of Massive Open Online Courses (MOOCs).

We believe that everyone has a right to have access to the world’s best teachers. MOOCs are making this possible. They allow more people than ever to access the world’s greatest courses, turning professors into rock stars. Work with us to build them an adequate stage.

Apply now to become part of this global effort to democratize education!


What we offer

• an exciting and ambitious project.

• competitive compensation.

• room for ideas and creativity.

• a young and highly motivated team.

• an attractive workplace.

• a flexible starting date.

• a environment that is results-, instead of process-oriented.

 

Please send your questions and application materials to jobs@iversity.or

We are looking forward to hearing from you.

Trending: Open Education – part 2

by Anissa Chitour Hey! Today we're back to discuss some of the newest open course developments in 2012!

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Following in the footsteps of OpenCourseWare, in May, MIT and Harvard announced a new collaborative effort, edX, offering the same courses an MIT or Harvard student could take to anyone with an internet connection.  They hope to begin offering courses in fall 2012 and recently secured $1 million in funding from the Bill & Melinda Gates Foundation. edX is also projected as a research base to further the understanding of how technology and online platforms enhance education and what adaptations and modifications should be made to improve the experience. A big change from the early days of OCW as just an online template to upload information, edX will most likely be an example of the "new" style of open courses, with student interactivity and multimedia integration.

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Sebastian Thrun is the current "star" of the open course movement. Since offering his first open course on artificial intelligence in the fall of 2011, he has departed Stanford University to focus more on his work on a Google Fellow and as a founder of Udacity.  In his career, he has helped to push the envelope for Google's research and development capacity, working on the Street View project, the Google X self-driving car, and Google's recently announced Project Glass. According to the New York Times, the first course, jointly taught with Google colleague Peter Norvig, attracted 160,000 students from around the world, compared to the paltry 200 who initially registered at Stanford's campus. As he stated in January, "Having done this, I can't teach at Stanford again." The lure of open access and the entrepreneurial spirit of expanding the education market have proved to be too tempting for Thrun compared to the traditional classroom format.  
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Professor Thrun To further the experience with his first open course at Stanford, Thrun founded Udacity in 2012. In less than 6 weeks after opening the site, over 90,000 students registered in his "how to build a search engine" course, and more courses have followed. While they are clearly in the early stages of development, they currently offer 11 courses of varying difficulty and focus. And finally, the open course platform that has been receiving a lot of buzz this July: Coursera. With their recent announcement of 12 new partnerships, the Mountain View, CA startup has massively expanded their course offerings. Originally the brainchild of Stanford professors Daphne Koller and Andrew Ng, Coursera will offer over 100 courses this fall and has been a central piece in the conversation of the future of open courses. Involving high-profile institutions – such as Duke, Michigan, Princeton, and Stanford – and offering some open courses in French, to expand to the African market, are major next steps.

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However, the dialogue in some forums is focusing on the possibility of revenue: where will it come from and how will it be managed? Certificates of completion, secure exam proctoring, and selling of materials to community colleges have all been suggested as potential moneymakers for MOOC's. But Coursera isn't sure yet. According to Daphne Koller, "If you build a Web site that is changing the lives of millions of people, the money will follow." But the details aren't clear yet. However, thanks to its wide range of course materials and its press buildup this summer before the start of the fall semester, we look forward to Coursera's success, especially in the overseas markets. So, what do you think? Will the rise of open courses mean that mid-tier universities will become obsolete? Will the availability of free or low-cost customizable education solutions mean a decline in demand for traditional university educations? Or are open courses just a supplementary tool for continuing education? The next few years will certainly be interesting to watch. As for those of us here at iversity, we are excited to the advance and improvement of open course technology and the expansion of education opportunities across the globe. We are working on some exciting new ideas for our own projects and we look forward to sharing them with you in the coming months!

Trending: Open Education – part 1

by Anissa Chitour

We're in the middle of the summer semester – internships, holidays, maybe class – and here at iversity, we're thinking more than ever about education for everyone. Through new technologies, learning doesn't have to follow a strict, regulated schedule. While students are away from the regular school year, open courses are still going strong all over the world. In our first blog post about Open Courses, we launched our own Open Course platform, but today we'd like to take a closer look at some of the people and institutions who are leading the field in open education and how they've changed over the years thanks to technology and the new ways we can use the Web.

MIT Open Courseware

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First, we start with the most well-known and the oldest of the open course resources online: MIT OpenCourseWare. For the past decade, OCW has provided MIT academic materials from thousands of courses to a global audience. No registration is necessary to access courses, and the wide range of academic material means that there is something for everyone. Many open courses seem to focus on technology and science, and while MIT is of course known for its math and science education, they also offer a huge selection of courses in topics as diverse as Victorian literature, game theory, and anthropology. Additionally, some course materials are also translated into various languages – Chinese, Spanish, Thai, Portuguese, Farsi, and Turkish – to expand accessibility. 

After providing MIT content online, the program's next step was OCW Scholar, which offers more than just videos. Instead, problem solving videos, problem sets, links to related material, learning exercises and interactive quizzes, and exams with solutions all establish a more comprehensive approach to studying. In our next blog post, we will discuss MIT's newest venture, edX, which, when it launches in the fall, will go even further beyond OCW Scholar by providing a truly community-based learning experience.

 

Khan Academy 

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Technology is literally changing the way we look at the classroom. Salman Khan's famous Khan Academy video series demonstrates that more than nearly any other program. His math tutoring videos were originally created to help his cousins across the country. But since then, the scope of Khan Academy has expanded across the world: classrooms are integrating his YouTube videos into their curricula and sponsors include the Gates Foundation and Google.

"Blended learning" is a system of utilizing the YouTube videos as lecture material, while spending classroom time with the teacher focusing on problem-solving in groups and individually. Instead of completing assignments at home and listening to lectures in school, the Khan Academy setup flips the system. The videos themselves are simple and clear, and the program can be tailored to an individual student: mastery is required to progress in the video series. If something is unclear, a student can repeat the video or exercise at their own pace until they are ready to  move on.

According to Mr. Khan, the structure works "how every video game works", providing a measure of progress for each student. While the videos are not complex, and Mr. Khan's face is never shown – only his voice as the screen fills with his calculations or instructions from his tablet – the Khan Academy YouTube channel has far surpassed OCW with over 150 million views. The website is integrated with Google and Facebook accounts, and with over 3200 videos in various topics, Khan Academy is undoubtedly at the top of the open course market today.

Watch: Salman Khan – Let's use video to reinvent education

Next time, we'll take a look at three of the big players in open course technology in 2012: Coursera, Udacity, and edX. While MIT OpenCourseWare and Khan Academy are great examples of using the power of the Web to educate and empower students across the globe, the world of open courses has expanded dramatically as recently as this week, with Coursera's announcement of 12 new university partnerships. In the mean time, please feel free to share and discuss your experiences with OCW and Khan Academy in the comments.

“Education in Europe” – Special Edition in European Newspapers

by Mirus Fitzner

As you have probably noticed, at iversity we try to follow the international media in terms of education technology, education debates in general, and some more or less fun and interesting science facts and post them on our blog or Facebook page.

Given iversity’s international character, we are always interested in seeing, reading, or hearing what people around the world think about education, the university system, and scientific research in Europe and elsewhere.

The Süddeutsche Zeitung in Germany, in cooperation with other newspapers from Poland, France, Spain, the UK, and Italy, has published a special issue about education in Europe.

I thought some of our readers may be interested in it too, so I’ve gathered some links for you.

Firstly, in the Guardian you will find an interactive graphic with the most basic numbers on education on those countries.

These newspapers have also published an article by Burkhard Müller which tells us about how the university came to life in Europe. You find these articles in GermanSpanish and Italian.

There is a survey about the European educational system in general. This you can find in Spanish (and in more colourful examples) and in English.

And for the Germanophiles out there, we found an explanation of the German Fachhochschule system (universities of applied sciences), in English.

And to end this post with a more poetic fin, I am including a letter from French writer Camille de Toledo to us, the young generation in Europe: in French and Spanish.

Au revoir!

(Image license: CC: http://fotos.piqs.de/a/1/4/6/5/30e570f42c6582e4367a06b02ada0882.jpg)

iversity news

by Mirus Fitzner

Campus Adlershof: The first iversity cluster

Despite being first and foremost a social network that facilitates collaboration in academia, iversity has now released its first custom solution for an academic institution.

Our clusters are institutional sub-networks within iversity. By linking up the members of the institution with relevant content, clusters help them to stay connected.

The Campus Adlershof, for example, houses six institutes of the Humboldt-Universität, as well as eleven non-university research facilities and more than 900 companies. We hope that iversity’s Adlershof cluster will make it easier for students and researchers alike to connect, collaborate and share knowledge.

Take a look at the cluster (www.iversity.org/adlershof) or find out more about iversity’s customised solutions at www.iversity.org/pages/solutions.

Campus-uni-studenten-berlin-adlershofComputer-pc-software-firmen-berlin-adlershofIt-medientechnologie-unternehmen-berlin-adlershof

© 2012 WISTA-MANAGEMENT GMBH – www.adlershof.de

Social Reading notifications

From now on, you will be notified if someone annotated a text. The notification will provide a little teaser of what was written.

The “XYZ opened a document in the Social Reader” notification was meant to raise awareness of the Social Reader’s usefulness to old and new users.

Bildschirmfoto_2012-05-30_um_18

 

Even better course management

After streamlining the invitation process and introducing the invitation code, which has made joining a course much easier, we have now added the feature to remove members from a course.

To do so, simply go to your course or group and click on „All participants“. There, you can remove people individually from the course roster.

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(www.riha-journal.org/articles/2012/2012-jan-mar/dulibic-pasini-trzec-albertin…

And finally, some other minor fixes:

1. You can upload pictures to course pages and by that give some more outward appeal to your teaching. 

2. You can remove pictures now. So, the pictures that you upload to your profile or your conferences can be deleted, exchanged, or updated.